Statistics Review Assessment

Overview

This final lesson revisits the Year 4 statistics process: posing a question, collecting and categorising data, recording results in tables, representing data, noticing variability, and making evidence-based conclusions. Learners then complete an accessible end-of-year assessment independently, with conferencing and reasonable adjustments available.

Learning intentions

• WALT ask and recognise statistical questions.
• WALT organise data in tables and read picture graphs, bar graphs and dot plots.
• WALT describe what data shows, including variation and comparisons.
• WALT make a conclusion using evidence from data.

Success criteria

• I can complete each part of an investigation checklist.
• I can read a graph or table and use numbers as evidence.
• I can explain one finding clearly.
• I can identify one limitation and suggest a better question.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge advanced learners and deepen understanding.
• Mathematics and Statistics — Mathsteasers / Alignment: applying connected mathematical ideas and representations to review learning.
• Mathematics and Statistics — Mathsteasers / Additional resources for advanced learners: explaining reasoning, evaluating conclusions and extending thinking.
• Key competencies: thinking; managing self; using language, symbols and texts; participating and contributing.

Lesson structure (60 minutes)

1. 0–7 min · Reconnect and hook. Teacher opens the statistics review introduction slides and displays the question, “Can a graph tell the whole story?” Students turn and talk about where they have seen data used and name one graph or table they remember.

2. 7–15 min · Review the investigation cycle. Teacher uses the next slides to revisit statistical questions, collecting and categorising data, tables, picture graphs, bar graphs, dot plots, variability and conclusions; briefly model checking that totals match. Students help place the steps in order and explain why a graph needs a title, labels and a clear scale.

3. 15–22 min · Shared example. Teacher displays the class survey: reading 9, music 3, sport 6, games 5, other 2, total 25. Ask: “Which is highest? Which is lowest? How many more chose reading than music? What might we conclude?” Students answer orally, point to evidence and explain that reading exceeds music by 6.

4. 22–27 min · Assessment briefing and access choices. Teacher distributes the Year 4 statistics review and assessment worksheet, explains that learners may work alone or with a partner for reading the instructions, and reminds them to complete the investigation checklist. Students choose a quiet workspace, collect a pencil and ask for support before beginning.

5. 27–49 min · Individual or paired assessment. Teacher monitors without teaching answers, checks understanding of instructions and offers individual or paired conferencing, manipulatives, assistive technology, oral responses, extra time and reduced copying as needed. Students complete the accessible assessment: interpret the example survey; match or identify representations; organise or categorise information; answer questions about a table, picture graph, bar graph and dot plot; describe variability; and write or record a conclusion using evidence.

6. 49–56 min · Can Do and Try thinking. Teacher reminds learners of the choices on the worksheet: Must Do—complete the investigation checklist; Can Do—explain one finding with evidence; Try—identify one limitation and design a new statistical question. Students complete the Can Do and, where ready, the Try task, orally, in writing or using assistive technology.

7. 56–60 min · Share and exit reflection. Teacher returns to the final slide and invites two or three learners to share a finding and its evidence, without requiring personal disclosure of assessment results. Students show fingers 1–3 for confidence and finish the sentence: “A good conclusion uses data because …”

Resources

• the statistics review introduction slides
• the Year 4 statistics review and assessment worksheet
• Pencils, erasers and coloured pencils
• Mini-whiteboards and pens
• Linking cubes, counters or other manipulatives
• Printed or digital versions of graphs and tables
• Headphones, tablet or computer with accessibility tools
• Quiet workspace or classroom conference area

Assessment

• During the review, listen for accurate use of statistical language and check whether learners can read totals, compare categories and identify a graph’s labels and scale.
• During the assessment, record whether each learner can organise data, interpret representations, recognise variability and support a conclusion with evidence. Note which adjustments were used.
• Check the investigation checklist, Can Do response and Try response. Accept oral, scribed, typed or recorded answers where appropriate.

Differentiation

• Support learners with a teacher read-aloud, one-to-one or paired conferencing, concrete counters, enlarged graphs, reduced copying, sentence starters such as “The graph shows … because …”, and a word bank containing category, total, most, least, difference, varies and conclusion.
• For EAL learners, pre-teach key terms with gestures and examples; allow discussion, drawing, pointing, home-language support or oral recording before writing.
• For learners with dyslexia, dyscalculia, ADHD or other learning needs, provide uncluttered pages, extra processing time, movement or quiet breaks, assistive technology and questions presented one at a time.
• Allow advanced learners to complete the limitation and new-question task, then explain how changing the sample, categories or question could affect the results.